ISTE 2010

Interactive PortfoliosWeb 2.0 tools to Support Assessment FOR Learning
Dr. Helen Barrett
electronicportfolios.org
Twitter: @eportfolios
http://www.slideshare.net/eportfolios/

What are Interactive Portfolios?
Online Portfolios using Web 2.0 tools to:
reflect on learning in multiple formats
showcase work online to different audiences
dialogue about learning artifacts/reflections
feedback to improve learning

Description
Implement Web 2.0 tools for classroom-based assessment, enabling teacher/peer feedback to improve student achievement. Review the power of using blogs, wikis, and GoogleApps Education Edition.

Context
Why
Electronic Portfolios Now?

Draft National Educational Technology Plan (2010)
Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12)

Technology & Reflection
Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking
6

Learner-Centered Philosophy
"A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)

QUOTE
The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence.-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios

Electronic Portfolios
almost two decades (since 1991)
used primarily in education to
store documents
reflect on learning
feedback for improvement
showcase achievements for accountability or employment
9

Social networks
last five years
store documents and share experiences,
showcase accomplishments,
communicate and collaborate
facilitate employment searches
10

Boundaries Blurring (between e-portfolios & social networks)
Structured Accountability Systems? or…
Lifelong interactive portfolios
Picasa
Mash-ups
Facebook
Flickr
blogs
YouTube
Ning
wikis
Twitter
11

Some Basic Concepts
ePortfolio and social networking are both:
Process: Time and Effort - Journey
Product: The outcome - Destination
12

Processes
Social Networking
Connect(“Friending”)
Listen(Reading)
Respond(Commenting)
Share(linking/tagging)
Portfolio
Collection
Selection
Reflection
Direction/Goals
Presentation
Feedback
Technology
Archiving
Linking/Thinking
Digital Storytelling
Collaborating
Publishing
13

Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238

What are Effective Self-Regulation Processes?
Performance or Volitional Control
Processes that occur in action and affect attention and action
DURING
Capturing Process/
Journals
Goals
Forethought
Influential processes which precede efforts to act and set the stage for action.
BEFORE
Self-Reflection
Processes which occur after performance efforts and influence a person’s response to that experience
AFTER
Change over time
Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.

Deep Learning
involves reflection,
is developmental,
is integrative,
is self-directive, and
is lifelong
Cambridge (2004)

Review Examples of Scaffolding for Reflection
http://sites.google.com/site/reflection4learning

E-Portfolio Components
Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
Digital Repository
(Becta, 2007; JISC, 2008)

Multiple Purposes of E-Portfolios in Education
Learning/ Process/ Planning
Marketing/ Showcase
Assessment/ Accountability
"The Blind Men and the Elephant” by John Godfrey Saxe

Multiple Purposes from Hidden Assumptions
What are yours?
• Showcase • Assessment • Learning •
http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png

Forms of Assessment
Formative Assessments
Provides insights for the teacher
Assessment FOR Learning
Provides insights for the learner
Summative Assessments (Assessment OF Learning or Evaluation)
Provides insights (and data) for the institution
Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed

Crucial Distinction
Assessment OF LearningHow much have students learned as of a particular point in time?
Assessment FOR LearningHow can we use assessment to help students learn more?
Rick StigginsAssessment Training Institute

www.qca.org.uk ages3-14

Principles of Assessment FOR Learning
Definition:Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

Nick Rate (2008) Assessment for Learning & ePortfolios. NZ Ministry of Ed (p. 24)

Learning to Learn Portfolio ModelIan Fox, New Zealand

Balancing the 2 Faces of E-Portfolios

Types of E-Portfolio Implementation
Working Portfolio
The Collection
The Digital Archive
Repository of Artifacts
Reflective Journal(eDOL)
Collaboration Space
Portfolio as Process-- Workspace (PLE)“shoebox”
Presentation Portfolio(s)
The “Story” or Narrative
Multiple Views (public/private)
Varied Audiences(varied permissions)
Varied Purposes
Portfolio as Product-- Showcase

Japanese

Catalan

Spanish

Mandarin

Structure of E-Portfolio Types
Portfolio as Product/ Showcase
Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences
Primary Purpose: Accountability or Employment or Showcase
Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
Portfolio as Process/ Workspace
Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences
Primary Purpose: Learning or Reflection
Reflection: immediate focus on artifact or learning experience

Level 1 - Collection

Level 2: Primary Purpose: Learning/Reflection/Feedback

Level 3: Primary Purpose: Showcase/Accountability

Timeline
38
Level 1: Collection
Level 2: Reflection/Goals + Feedback
Level 3: Selection + Presentation + Evaluation

Social Learning
Interactivity!
39

Think!
Engagement Factors?
Social networks?
ePortfolios?
40

Architecture of InteractionArchitecture of Participation (Web 2.0)
allows a
Pedagogyof Interaction
(ePortfolio 2.0)

Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”
Learning that is…
Social and Participatory
Lifelong and Life Wide
Increasingly Self-Directed
Motivating and Engaging
… and Online!

Websites with “how-to’s”
ePortfolios with Google Appshttp://sites.google.com/site/eportfolioapps/
Interactive ePortfolioshttp://electronicportfolios.org/blogmodels/ (includes WordPress/EduBlogs)
All linked from my website: http://electronicportfolios.org/

Oregon, Colorado, Iowa
States Adopt Google Apps for Schools
Groups
Docs
Video
Sites
Mail
Calendar
Wave

Add-ons to GoogleAppsby Fall
Additional Google Applications soon to be included inside GoogleApps Education domains

electronicportfolios.org/Google

GoogleAppsePortfolios

Interactive ePortfolios
A book under development
“Using Web 2.0 to preserve memories,share stories of deep learning, document achievements, and envision the future”

Tentative Contents
Intro -“Why”- Purposes
Reflection in ePortfolios
Assessment
Web 2.0 Tools
Planning & Change
Balancing 2 Faces
Lifelong ePortfolio Scenario
Examples & Stories:- ECE & Primary- Middle School- High School- College - Professional
How-to’s- GoogleApps- WordPress
Digital Storytelling in ePortfolios

Golden Circle
What?
How?
Why?
50

Engage!
Goal-Setting
Self-Assessment
Ownership
Intrinsic Motivation

52
Similarities in Process
Major differences:
extrinsic vs.
intrinsic motivation
Elements of True (Intrinsic) Motivation:
Autonomy
Mastery
Purpose

Pink’s Motivation Behavior
X
Type X - Extrinsic
fueled more by extrinsic rewards or desires (Grades?)
Type I – Intrinsic
Behavior is self-directed.
I
53

Successful websites = Type I Approach
People feel good about participating.
Give users autonomy.
Keep system as open as possible.
- Clay Shirky
54

Autonomy & ePortfolios
Choice
Voice
Sharing
Feedback
Immediacy
55
http://www.flickr.com/photos/kenturamon/342946821/

Mastery & ePortfolios
Exhilaration in Learning
Sports? Games?
Compliance vs. Personal Mastery
Open Source movement (Wikipedia vs. Encarta)
Make a contribution
56

Mastery & ePortfolios (2)
ePortfolio:
Flow
Showcasing Achievements
Increased self-awareness and self-understanding
“Only engagement can produce Mastery.” (Pink, 2009, p.111)
57

FLOW
a feeling of energized focus (Csíkszentmihályi)
“Reach should exceed the Grasp”
58

Student Engagement!
CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]
Find voice and passions through choice and personalization!
Portfolio as Story
Positive Digital Identity Development - Branding
“Academic MySpace”
59

Use ePortfolios to documentMASTERY
60

Purpose & ePortfolios
Relevance
Big picture
Engagement
61

62
Good Question…

63
Because Purpose and Passion Co-Exist

Life Portfolio – planning for an extended midlife transition (50-90)
Passions and pursuits
New possibilities
Visualize a new life
Not “retirement” but “rewirement”
64

66
Portfolio Way of Thinking
Portfolios can be timeless
What really matters in life?
Discover or rediscover passion…
Create a legacy…
Turn careers into callings, success into significance…
To make a difference…
An ongoing, ageless framework for self-renewal

Create a Professional Portfolio
Model Intrinsic Motivation!
Share with Students!
Prepare for the Portfolio Life!

Another Vision of ePortfolios

Draft National Educational Technology Plan (2010)
Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)

Two “Paradigms” of Assessment (Ewell, 2008)
Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content

Opportunity Cost
The alternative you give up when you make a decision…
The cost of an alternative that must be forgone in order to pursue a certain action
What is the opportunity cost of emphasizing accountability/compliance in ePortfoliosover improvement/reflection and deep learning?

Goal: Balance in Electronic Portfolios
Purpose
Improvement
(Student-Centered)
(Or Course-Centered)
Accountability/
Compliance
(Institution-Centered)
Along a Continuum
??
??
Opportunity Cost

Purpose
Improvement
Accountability
Highly Structured
Uniformity and Standardization
Required Assignments
Formal Evaluation
Complexity
Checklist
Data!
Engagement
Deep Learning
Personalization
Choice and Voice
Lifelong Skills
Ease of Use
Ownership
Time
Opportunity Cost

Purpose
Accountability
Improvement
Flexible Structure
Self-Assessment & Feedback
Lifelong Learning Skills
More Social Learning
Personalization
Choice and Voice
Engagement
Story
Time Involvement
Ease of Scoring for…
Collection of Data for…
Accountability
Institutional Support
& Funding?
Opportunity Cost

Purpose
Accountability
Feedback
Uniformity
Flexible Requirements
Data
Program Improvement
Improvement
Self-Assessment
Personalization
Choice and Voice
Student Engagement
Increased Achievement
Time
Complexity
Social
Learning
Opportunity Cost

Finding Balance in E-Portfolio Implementation
Tools
Use separate tools for assessment management andstudent e-portfolios?
Ball State’s rGrade & WSU’s Harvesting Gradebook
Incorporate blogging and social networking tools forinteractivity and engagement
Open Source Tools: WordPress, Movable Type, Mahara
Allow embedding student Web 2.0 links, including video,into their e-portfolios
Enable exporting e-portfolio to students’ lifetimepersonal webspace

Finding Balance in E-Portfolio Implementation
Strategies
Acknowledge the importance of both portfolio asworkspace (process) & showcase (product)
Support student choice and voice in e-portfolios
Facilitate reflection for deep learning
Provide timely and effective feedback for improvement
Encourage student use of multimedia in portfolios forvisual communication and literacy
Digital Storytelling & Podcasting
Picasa/Flickr slideshows
Acknowledge/Encourage students’ Web 2.0 digital identity

Portfolios can help learners find their Voice…
and explore their Purpose and Passions through Choice!

Do Your e-Portfolios have CHOICE and VOICE?
Individual Identity
Reflection
Meaning Making
21st Century Literacy
79

ePortfolios should be more Conversation
than Presentation
(or Checklist)
Because Conversation transforms!

A Reminder…
Reflection & Relationships
… the “Heart and Soul” of an ePortfolio…
NOT the Technology!
81

My Final Wish…
dynamic celebrations
stories of deep learning
across the lifespan
82

Dr. Helen Barrett
Researcher & ConsultantElectronic Portfolios & Digital Storytellingfor Lifelong and Life Wide Learning
eportfolios@gmail.com
http://electronicportfolios.org/
Twitter: @eportfolios

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ISTE 2010

by Helen Barrett on Jun 29, 2010

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ISTE 2010 — Presentation Transcript